中考英語(yǔ)真題分類匯編定語(yǔ)從句

學(xué)習(xí)好資料歡迎下載學(xué)習(xí)好資料歡迎下載學(xué)習(xí)好資料歡迎下載【2013湖北孝感】35.Teenagerslikereadingthebooks_____arewrittenbyGuoJingjing.A.whoB.whatC.whoseD.that【答案】D【解析】考查定語(yǔ)從句的引導(dǎo)詞。這是一個(gè)定語(yǔ)從句，其先行詞是thebooks，所以用that/which,故選D?！?013山西】23.It’sbadforhealthtohurrytomoveintoahouse________hasnewfurnitureinit.A.whoB.whereC.that【答案】C【解析】考查考查定語(yǔ)從句。匆記忙搬進(jìn)有新家具的房子對(duì)健康有害。先行詞house是物，并且引導(dǎo)詞要在定語(yǔ)從句作主語(yǔ)，故選C。【2013山東濰坊】22.Theman_________istalkingtoourteacherisBetty’sfather.A.whichB.whomC.whoD.what【答案】C【解析】考查定語(yǔ)從句的用法。句意為“正在和我們老師談話的那個(gè)人是貝蒂的爸爸”。先行詞是人，故排除A和D項(xiàng)，關(guān)系詞在定語(yǔ)從句中做主語(yǔ)，所以用who,選擇答案C?！?013內(nèi)蒙古呼和浩特】9.Thehouse________LuXunusedtoliveisnowamuseum.A.whichB.thatC.inwhichD.there【答案】C【解析】考查定語(yǔ)從句的引導(dǎo)詞。句意為“魯迅過(guò)去住的房子現(xiàn)在成了博物館。”。由于引導(dǎo)詞在從句中作狀語(yǔ)，故代詞which和that不合適，而there不能引導(dǎo)定語(yǔ)從句，故用inwhich。所以選擇答案C?！?013遼寧鞍山】27.Ican'tfindthebook__________mymotherboughtme.A.whoB.whenC.which【答案】C【解析】考查定語(yǔ)從句.由先行詞thebook為物，可知應(yīng)選關(guān)系詞which。【2013湖南株洲】27.TheGayGeniusisthebookIliketoreadeveryday.A.thatB.whoC.what【答案】A【解析】考查定語(yǔ)從句引導(dǎo)詞的用法。由句意“GayGenius這本書(shū)是我每天喜歡讀的一本書(shū)”可知后句為定語(yǔ)從句。that用來(lái)指人或物，who用來(lái)指人。先行詞為物，在句中作主語(yǔ)，且不可省略，用that。故選A?！?013湖南長(zhǎng)沙】30.—Whatareyoulookingfor?—I’mlookingforthewatch____Iboughtyesterday.A.whichB.whoC.whose【答案】A【解析】考查定語(yǔ)從句。先行詞watch表示“物”，可以排除B；引導(dǎo)詞在定語(yǔ)從句中作主語(yǔ)，可以排除C?！?013福建泉州】35.—WhyisTomsosad?—Hehaslosthisnewbike_______costhim1800yuan.A.whoB.whichC.whose【答案】B【解析】考查定語(yǔ)從句。由于先行詞為物，且在句中作主語(yǔ)，所以用which引導(dǎo)該定語(yǔ)從句。【2013山東泰安】34.LiuYangisthefirstChinesewomanastronaut_______hasevertraveledinspace.A.whomB.whichC.whoD.whose【答案】C【解析】考查定語(yǔ)從句的關(guān)系詞。先行詞womanastronaut“女飛行員”，指人，故答案選C項(xiàng)，在從句中作主語(yǔ)。【2013四川遂寧】28.Mostofmyfriendslikeloudmusictheycandanceto.A.thatB.whatC.when【答案】A【解析】考查定語(yǔ)從句。句意為：我的大多數(shù)的朋友都喜歡可以跟著跳舞的大聲音樂(lè)。Theycandanceto是定語(yǔ)從句，修飾先行詞loudmusic,其中that是關(guān)系代詞，在從句中作賓語(yǔ)?！?013湖北黃石】(A)34.Thisistheschool_______wevisitedlastyear.A.thatB.whereC.whoD.whose【答案】A【解析】考查定語(yǔ)從句的關(guān)系詞的用法。當(dāng)先行詞是物時(shí)用which，當(dāng)先行詞是人時(shí)用who，that既可以指人又可以指物。此句中先行詞是theschool，指物用that。句意：這就是去年我們參觀的那所學(xué)校。故選A?！?013甘肅蘭州】38.Lilydoesn’tknow________sheandherfriendscandotohelpthelittleboy________parentshavelefttheirhometownformakingmoney.A.that;whoseB.how;whoC.what;whoD.what;whose【答案】D【解析】考查復(fù)合句中的連詞。句意：Lily不知道她喝她的朋友能做什么才能幫助這個(gè)父母離開(kāi)家鄉(xiāng)去賺錢的小男孩。由know可知本句是賓語(yǔ)從句，動(dòng)詞do后缺少賓語(yǔ)，故第一個(gè)空是由what引導(dǎo)的賓語(yǔ)從句；在賓語(yǔ)從句中又包含了定語(yǔ)從句，其先行詞為thelittleboy，且在從句中修飾parents,故由whose引導(dǎo)定語(yǔ)從句。選D。【2013河南】32.Afriendissomeone______says,"What!Youtoo?IthoughtIwastheonlyone!”A.whoB.WhichC.WhatD.whose【答案】A【解析】考查定語(yǔ)從句的用法。先行詞是someone，表人，排除B，what不能引導(dǎo)定語(yǔ)從句，排除C；先行詞和空格后的單詞無(wú)所有關(guān)系，排除D。故選A。【2013廣西玉林】33.一Linda,cmyoutellmesomethingaboutMoYan?—Sure.Heisthewriter______wontheNobel(諾貝爾)LiteraturePrize.A.whichB.whoseC.whoD.whom【答案】C【解析】考查定語(yǔ)從句的引導(dǎo)詞的用法。which先行詞為物時(shí)；whose先行詞為人或物，作定語(yǔ)，后得接個(gè)名詞；who先行詞為人，作主、賓、表語(yǔ)；whom先行詞為人，只作賓語(yǔ)。根據(jù)先行詞thewriter作者，作主語(yǔ)。所以選擇答案C。【2013甘肅白銀】43.AWechat(微信)isaninvention______canhelppeopletalktofriends,sharephotos,ideasandfeelingfreely.A.whichB.whoC.whoseD/【答案】A【解析】考查定語(yǔ)從句。whichcanhelppeopletalktofriends,sharephotos,ideasandfeelingfreely是定語(yǔ)從句，修飾先行詞invention，而先行詞是物，關(guān)系代詞用which或that。故選A?！?013安徽】49.Istillrememberthecollegeandtheteachers_________IvisitedinLondonyearsago.A.whatB.whoC.thatD.which【答案】C【解析】考查定語(yǔ)從句的連接詞的用法。who“誰(shuí)”，what“什么”，that“那個(gè)”，which“那個(gè)”。這里是引導(dǎo)定語(yǔ)從句，用來(lái)修飾thecollegeandtheteachers，既包括人又包括物，所以關(guān)系詞只能用用that，而不能用which，所以選擇答案C?！?013山東德州】30.YesterdayLiMingwenttothevillage_________hisfamilylivedtenyearsago.A.whenB.whichC.whereD.that【答案】C【解析】考查定語(yǔ)從句引導(dǎo)詞。定語(yǔ)從句的先行詞thevillage,在定語(yǔ)從句中充當(dāng)?shù)氖堑攸c(diǎn)狀語(yǔ)，所以用關(guān)系副詞where引導(dǎo),故選C?！?013廣東梅州】44.Ilikethecartoon______hasahappyendingandmakesme______.A.which;tolaughB.that;tolaughC.whose;laughingD.which;laugh【答案】D【解析】考查定語(yǔ)從句的引導(dǎo)詞及非謂語(yǔ)動(dòng)詞。句意：我喜歡完滿結(jié)局的動(dòng)畫(huà)片，它讓我發(fā)笑。先行詞thecartoon是物，故定語(yǔ)從句的用關(guān)系代詞用that/which；再由makesb.dosth.為固定結(jié)構(gòu)，答案為D?！?013四川宜賓】26.—Whatkindofmusicdoyoulike?—Ilikemusic______Icandanceto.A.becauseB.whenC.whoD.that【答案】D【解析】考查定語(yǔ)從句的用法。句意：——你喜歡哪種音樂(lè)？——我喜歡能隨之跳舞的音樂(lè)。關(guān)系代詞that在定語(yǔ)從句中作介詞to的賓語(yǔ)，故選D?！?013廣東湛江】25.—Look!ThatisthewomanImetyesterday.—Oh?She’smyaunt.A.whatB.whoC.whereD.when【答案】B【解析】考查定語(yǔ)從句。由先行詞是人，且在定語(yǔ)從句中作met的賓語(yǔ)可知用關(guān)系代詞who。所以選擇答案B。【2013山東濱州】30.Moststudentsliketheteachersunderstandthemwell.A.whichB.whoC.whereD.when【答案】B【解析】考查關(guān)系代詞。由先行詞是theteachers，且在定語(yǔ)從句中作主語(yǔ)，因此用關(guān)系代詞who。所以選擇答案B?！?013山東棗莊】25.Mostofmyclassmatespreferloudmusic_______theycandanceto.A.thatB.whoC.whoseD.where【答案】A【解析】考查定語(yǔ)從句的關(guān)系詞的選用，此題中的先行詞是music。當(dāng)先行詞是事物時(shí)關(guān)系詞用that或which.所以應(yīng)選A【2013浙江杭州】25.Beingblindissomething_________mostpeoplecan’timagine.A.whoB.whatC.thatD.whom【答案】C【解析】本題考查定語(yǔ)從句。先行詞是something，關(guān)系代詞用that。故選C。【2013浙江衢州】27.—Excuseme,Couldyoutell?—Yes.Goalongthisstreetandyouwillfinditonyourleft.A.whereisthemuseumB.whichisthewaytothemuseumC.howfaristhemuseumD.howcanIgettothemuseum【答案】B【解析】本題考查賓語(yǔ)從句的用法，賓語(yǔ)從句要用陳述語(yǔ)序，which在從句中做主語(yǔ)。所以選B?！?013四川內(nèi)江】25.Peoplearetalkingabouttheoldhouses____JackieChanboughtinAnhuitwentyyearsago.A.whichB.whereC.whoD.when【答案】A【解析】考查定語(yǔ)從句中的連接詞的用法。這里定語(yǔ)從句要修飾theoldhouses，是事物，且在從句中做bought的賓語(yǔ)，所以要用連接代詞that或which，所以選擇答案A。【2013福建福州】42.—DoyouknowMoYan?—Ofcourse.Heisthefamouswriter_________wontheNobelPrizein2012.A.whoB.whomC.Which【答案】A【解析】選A。考查定語(yǔ)從句的關(guān)聯(lián)詞。當(dāng)先行詞指人時(shí)，常用who或whom，指物時(shí)，常用which；又該句的先行詞writer指人，故選A項(xiàng)。【2013湖北咸寧】31.Agraduationceremonyisacustomtakesplacestudentsgraduatefromaschool.A.which;whenB.that;whoC.which;whoseD.that;which【答案】A【解析】考查復(fù)合句的連接詞。第一個(gè)從句是定語(yǔ)從句，先行詞表示物，引導(dǎo)詞在定語(yǔ)從句中作主語(yǔ)，應(yīng)當(dāng)用that或which引導(dǎo)；第二個(gè)從句是時(shí)間狀語(yǔ)從句，用when引導(dǎo)。句意：畢業(yè)典禮是學(xué)生們從學(xué)校畢業(yè)時(shí)舉行儀式?！?013湖北隨州】24.—Doyouknowtheman______isstandingatthedoor?—Yes,Ido.He'safriendof_____.A.when;IB.who;mineC.that;meD.which;my【答案】B【解析】考查定語(yǔ)從句引導(dǎo)詞以及名詞性物主代詞的用法。定語(yǔ)從句的先行詞theman是“人，在定語(yǔ)從句中充當(dāng)?shù)氖侵髡Z(yǔ)，因此用關(guān)系代詞who或that引導(dǎo)來(lái)引導(dǎo)，我的一個(gè)朋友，afriendofmine.故選B.【2013湖北荊州】29.Sheisthegirlinventiongotthefirstprizeintheschoolcompetition.A．whoB．thatC．whichD.whose【答案】D【解析】考查定語(yǔ)從句的連接詞。因?yàn)橄刃性~是thegirl，表示人，而且連接詞后緊跟名詞invention作定語(yǔ)使用，所以選擇D答案【2013黑龍江齊齊哈爾】16.I’llremembertheoldbuildingsIvisitedinthevillage.A.whereB.whichC.who【答案】B【解析】考查定語(yǔ)從句中的連接詞的用法。這里定語(yǔ)從句要修飾theoldbuildings，是事物，且在從句中做visited的賓語(yǔ)，所以要用連接代詞that或which，所以選擇答案C?！?013廣東】45.Theyounglady______isinterviewingLinZhixuanabouttheprogramIamasingerisfrom21stCenturyTalentNet.A.whoB.whomC.whichD.whose【答案】A【解析】考查定語(yǔ)從句的用法。先行詞theyounglady指人，故排除C,D，先行詞作主語(yǔ)故用who連接。所以選擇答案?！?013天津】39.Themovie______wesawlastnightwasfantastic.A.thatB.whatC.whoseD.who【答案】A【解析】考查定語(yǔ)從句中的關(guān)系代詞。句意：我們昨晚看的電影非常的好。因先行詞themovie指物，故用關(guān)系代詞that引導(dǎo)定語(yǔ)從句。【2013哈爾濱】30.—DoyouknowofGuoMingyi?—Yes.Heisanordinary(普通的)worker______helpsmanypoorchildreninChina.Weshouldfollowhisexample.A.thatB.whichC.whom【答案】A【解析】本題考查定語(yǔ)從句的關(guān)系詞。由空格前的worker可知此處應(yīng)用that或who引導(dǎo)定語(yǔ)從句?！?013湖南衡陽(yáng)】29.IlovetheschoolIhavestudiedinforthreeyearsA.whereB.whenC.that【答案】C【解析】本題考查定語(yǔ)從句的用法。先行詞是theschool表示物，故用關(guān)系詞that修飾。選C?！?013湖北十堰】31.ThePalaceMuseumisthebestplace_________I’veevervisited.A.thatB.whichC.where`D.what【答案】A【解析】考查定語(yǔ)從句中關(guān)系詞的選擇。先行詞place在定語(yǔ)從句中做賓語(yǔ)，所以選關(guān)系代詞，又因?yàn)橄刃性~被最高級(jí)thebest修飾，只能用關(guān)系代詞that。故選A。Unit10BythetimeIgotoutside,thebushadalreadyleft．TheFirstPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularyoversleep（2）TargetLanguageWhathappened?Ioverslept．AndbythetimeIgotup,mybrotherhadalreadygottenintheshower．2．AbilityObjects（1）Teachthestudentstousethenewwords．（2）TrainthestudentstonarratepasteventswiththePastPerfectTense．（3）Trainthestudents’listeningandspeakingskillswiththetargetlanguage．3．MoralObjectIt’sagoodhabittogotobedearlyintheeveningandgetupearlyinthemorning．Soyou’llneverbeinahurryinthemorning．Ⅱ．TeachingKeyPoints1．KeyVocabularyoversleep2．TargetLanguageNarratepasteventswiththePastPerfectTenseⅢ．TeachingDifficultPoints1．TrainthestudentstonarratepasteventswiththePastPerfectTense．2．Trainthestudentstounderstandthetargetlanguageinspokenconversation．Ⅳ．TeachingMethods1．Thinkingofexamplesfromthestudents’reallives．2．Makingsentencesbylookingatthepictures．Ⅴ．TeachingProceduresStepIRevision1．Asksomequestionslikethis:Whatvolunteerworkwouldyouliketodo?Helpthestudentstoanswer,I’dliketo…/Iloveto…/Ihopeto…2．PracticethedialogueinActivity3conpage62again．3．Checkthestudents’homeworkbyaskingsomestudentstoreadtheirsentenceswiththephrasalverbs．Thenaskthestudentstohandintheirhomework．StepⅡ1aFirstwritebythetimeontheblackboard．a(chǎn)ndtelltheclassthemeaningofit．Saythissentencetotheclass:Bythetimetheteachercamein,thestudentshadbegunreadingEnglish．Tellthemtonotethestructure"hadbegun"inthissentence．Begunisthepastparticipleofbegin．Explainwhatisthepastparticipleformofaverbforthestudents．Tellthemitisasthesameasthepastformforaregularverb．Andtheyhavetoremembertheirregularverbs’participlesonebyone．WriteBythetimeIcameback…ontheblackboard．Saytotheclass,BythetimeIcamein．Whathadhappened?Helponestudenttoanswerlikethis,Bythetimetheteachercamein,Donhadwrittenhisnameontheblackboard．Thengetmorestudentstoanswerdifferently,Readtheinstructionstothestudentsandreadthesequestionstotheclassaswell．Whatdoyouusuallydoin,themorningbeforeschool?Doyoulikemorning?Whyorwhynot?Chooseonegoodstudenttoanswerthembysayingsomethingheorsheusuallydoesinthemorning．Thenhavethewholeclasspracticeinpairs．Askeachotherthequestions．Aftertheyfinishtalking,askoneortwopairstosaytheirconversationstotheclass．Correctthemistakestheymaymakewiththeotherstudents．Callthestudents’attentiontothepicturesinActivityla．Thentellstudentstotalkaboutthepicturesingroupsoffour．Movearoundtheclassroom,listeningtostudentsandofferinghelp．MakesurethattheytalkinEnglish．Aftertheyallfinishtalking,askdifferentgroupstotelltheclassaboutthepictures．StepⅢ1bAskthestudentstoreadtheinstructionstogether．Havethemlookatthetwocolumns,AandB,inthechart．Pointoutthesampleanswer．Readthetwopartsofthesentence．Thengoovertheotherunconnectedpartsofsentences,too．Playtherecordingforthefirsttime．Studentsonlylisten．Thenplayitasecondtime．Letstudentsmatchtwopartsofeachsentence．Checktheanswersbyaskingsomestudentstotelltheiranswers．Makesurethatallofthemhavegotthecorrectanswersbylistening．Saycongratulationstothestudentswhogettheanswerscorrectlybyguessing．StepⅣ1cFirstplaytherecordinginActivity1bagainandletthestudentsreadafterit．Doitatleasttwice．Thenreadtheinstructionstogetherwiththewholeclass．Youwillmakeconversationsinpairs．EachofyouwillhavetotaketurnsbeingTina．LookatthepicturesinActivitylatohelpyou．Tellyourpartnerwhathappenedtoyouthismorning．AskapairtoreadtheexampletotheclassbeforetheybegirtHavethestudentsworkinpairs．Movearoundtheroomofferinglanguagesupportasneeded．Aftertheyallfinishtalking,asksomepairstosaytheirconversationstotheclass．StepⅤSummaryStepⅥHomework1．WriteoutthestoryofTina,Notetousethetargetlanguage．2．RevisewhentousethePastPerfectTenseandtheverbstructureofit．TheSecondPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）TargetLanguageBythetimeshegottoclass,theteacherhadalreadystartedteaching．Whenshegottoschool,sherealizedshehadleftherbackpackathome．WhenIgothome,IrealizedIhadleftmykeysinthebackpack．（2）TheThreeFormsoftheverbs．2．AbilityObjects（1）Trainthestudents’listeningskill．（2）Trainthestudents’writingskillwiththetargetlanguage．（3）Trainthestudents’speakingskill．（4）Trainthestudentstousethethreeformsoftheverbs．Ⅱ．TeachingKeyPoints1．Listeningpracticewiththetargetlanguage．2．Usethecorrectverbformstofillintheblanksbylistening．3．MakesentencesusingthePastPerfectTense．4．Thethreeformsoftheverbs．Ⅲ．TeachingDifficultPoints1．WriteanendingforthestoryinActivity2c．2．ThethreeverbformsinGrammarFocus．Ⅳ．TeachingProceduresStepIRevision1．RevisewhathappenedtoTinainthemorningbyaskingoneortwostudentstotellthestroyonpage68．2．Askstudentstocheckeachother’shomeworkinpairs,pointingoutallthemistakestheymighthavemade．3．RevisethePastPerfectTensebyaskingthechildrenwhentouseitandwhatitsverbstructureis．StepⅡ2aReadtheinstructionstotheclass．Besurethatallofthemknowwhattodo．Callthestudents’attentiontothefourpictures．Getthemtoguessthecorrectorderofthepicturesfirst．Thefirstoneisgivenasasample．Askoneortwochildrentotelltheirstoriesbydescribingthepicturesaccordingtotheirownorder．Playtherecordingthefirsttime,studentsonlylisten．Playtherecordingagainandaskthechildrentonumbereachpicture．Checktheanswerswiththeclassandseewhohaveevergotthecorrectanswerswithoutlistening．StepⅢ2bAskthestudentstoreadtheinstructionstogether．Pointouttheblanksinthesentencesandtheverbsinthebrackets．Letthestudentsfillintheblankswiththecorrectformsindividually．Movearoundtheclassroomcollectingthecommonmistakestheymaymake．Aftertheyallfinishwriting,tellthemtogetreadytolistentotheconversationandchecktheiranswers．Playtherecording．Studentslistenandchecktheiranswers．Correcttheanswersbyaskingsevendifferentstudentstosaytheirstotheclass．StepⅣ2cAskthewholeclasstoreadtheinstructionstogether．Wehaveanewtasknow．WeknowTinawaslateforclass．WhatdoyouthinkhappenedafterTinawaslateforclass?Workwithapartner．Makeupanendingforthestorybycontinuingit．Thebeginninghasbeengiven．Getstudentstodiscussinpairs．Completetheending．MakesuretheyaretalkinginEnglish．Movearoundtheclassroom,offeringlanguagesupportifneeded．Aftertenminutes,askstudentstostopdiscussing．GetsomepairsofstudentstotelltheclasshowtheythinkthestoryendedAndletthewholeclassdecidewhoseendingisthebest．Telleachpairtowritedowntheirending,ordoitafterclassiftimeisnotenough．StepⅤGrammarFocusCallstudents’attentiontothesentencesontheleft．Askfourdifferentstudentstoreadthefoursentencesandpointoutwherehadplusapastparticipleisused．Writethesentencesontheblackboard．Askthestudentstomakesentencescorrectlyusingeachformoftheverbsinthebox．Checktheanswers．StepⅥHomework1．WritedowntheendingofTina’sstory．2．Makesentencesusingeachformoftheverbsbelow:leave,walk,start,oversleep,ring,be3．ReviewtheGrammarFocus．TheThirdPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularybell,ring,gooff,rush,runoff,ontime,givesb．a(chǎn)ride,lock,breakdown（2）TargetLanguageBythetimeIgotthere,thebushadalreadyleft．BythetimeIwokeup,myfatherhadalreadygoneintothebathroom．2．AbilityObjectsTrainthestudents’readingskillwithtargetlanguage．Trainthestudents’speakingskillwithtargetlanguage．Ⅱ．TeachingKeyPoints1．Guidethestudentstoreadthearticleinactivity3a．2．Helpthestudentsdotheoralpracticewiththetargetlanguage．Ⅲ．TeachingDifficultPoints1．Helpimprovethestudents’readingskillbyActivity3a．2．Helpthestudentsdescribewhathashappenedtothemwiththetargetlanguage．Ⅳ．TeachingProceduresStepⅠRevision1．RevisewhathappenedtoTinabyaskingseveralstudentstotellthestory．2．RevisethethreeformsoftheverbsinGrammarFocusbyaskingfourstudentstowritethemoutontheblackboard．3．Checkhomeworkbyaskingoneortwotoreadtheirownendingsofthestroy．4．Checkhomeworkbyaskingsomestudentstoreadthesentenceswhichtheymade．StepⅡ3aAskthewholeclasstoreadtheinstructionstogether．ThereisanarticleinActivity3a．Yourtaskistoreadthestoryandwritetheeventsinthecorrectorder．Havealookatthesampleanswerontherightofthearticlebeforeyoustart．Thenletthechildrencompletetheworkontheirown．Afterawhile,asksomestudentstoreporttheiranswerstotheclass．Writetheeventsontheblackboardastheyreport,puttingtheeventsinthecorrectorder．Aftercheckingtheanswers,tellstudentstoreadthearticleagainmorecarefully．Tellthemtofindoutthewordsorsentenceswhichtheycan’tunderstandthistime．Afewminuteslater,letthestudentsaskquestionsonthewordsandsentenceswhichtheycan’tunderstand．Dosomeexplanationandmakesurethatthestudentsmakeeverythingclearaboutthearticle．Thenaskthestudentstoreadthearticlealoud．Movearoundtheclassroomwhiletheyarereading,offeringhelpasneeded．NextaskstudentstopickoutthesentenceswiththePastPerfectTense．Tellthemtounderlinethemandcomeupwiththereasontousethetence．Asktwostudentstoreadtheiranswersandexplainthesentences．StepⅢ3bCallthestudents’attentiontothephotoofthewomansleeping．Thegirlissleeping．Shemayoversleep．Howaboutyou?Haveyoueveroverslept?Getastudentstoanswerthequestionsimply,suchasYes,Ihave．/No,Ihaven’t．Thenaskonestudenttoreadtheinstructionstotheclass．Explainthatdescribethecircumstancesmeanstotellwhen,whereandhowthethingshappened．Askonestudentwhohaseveroverslepttoanswerthefirstquestionanddescribethecircumstance．HelphimorherusethePastPerfectTensetodescribethecircumstance．Thenaskstudentstoreadthequestionsandwritetheiranswersintheirexercisebooks．TellthemthattheyhavetodescribethecircumstancesiftheiranswersareYes,andthereshouldbeatleastonesentencewiththePastPerfectTenseineachdescription．Movearoundtheclassroomprovidingsentencestotheoneswhoneed．Askseveralstudentstosharetheirstorieswiththeclass．Correctanymistakestheymaymake．Letthemchecktheanswersinpairs．StepⅣ3cAskthewholeclasstoreadtheinstructionstogether．Thencallthestudents’attentiontothesampleconversationontheright．Askapairofthestudentstoreadtheconversationtotheclass．PleaseaskyourpartnerthequestionsinActivity3b．Askmorequestionsifheorshesays"Yes"．Askthestudentstoworkinpairs．Encouragethemtoaskasmanyquestionsastheycan．Astheywork,movearoundtheroomofferinghelpandansweringquestionsasneeded．Asksomepairstosaytheirconversationstotheclass．StepⅥhomework1．WritetheanswerstothequestionsinActivity3b．2．WriteaconversationinActivity3c．TheFourthPeriodI．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularycostume,showup,exhausted,embarrassed,empty,fool,AprilFool’sDay,gooff,stayup（2）TargetLanguageWhenIgotthere,Ifoundthathehadfooledme．Afteranhour,theotherkidsshowldup,andIrealizedthatmybrotherhadfooledme．BythetimeIgottomatchclass,IwasexhaustedbecauseIhadstayedupallnightstudying．Ifoundoutthatmyfriendhadfooledme．2．AbilityObjects（1）Trainthestudents’writing,listeningandspeakingskillswiththetargetlanguage．（2）Trainthestudentstousethenewvocabulary．Ⅱ．TeachingKeyPoints1．Trainthestudents’listeningandspeakingskillswithtargetlanguage．2．Teachthestudentsthenewvocabulary．Ⅲ．TeachingDifficultPoints1．Guidelisteningandoralpracticeusingthetargetlanguage．2．Helplearntousethenewvocabularycorrectly．Ⅳ．TeachingProceduresStepIRevision1．RevisethearticleinActivity3aonpage70byaskingseveralstudentstoreadit．2．Dictatesomewordsandphrases:3．Checkthehomework．StepⅡ1aReadtheinstructionstothestudents．Remembertoreadthesentenceinthebrackets．PointtothechartwiththethreeheadingsNouns,VerbsandAdjectives．Readthewordsinthebracketstothestudentsandhelpthestudentstounderstandthemeaningsofnouns,verbsandadjectives．Getastudenttoreadthesampleanswerstotheclassbeforetheystartsay,Foolcallalsobeaverb．Askthestudentstocompletethechartontheirown．Correcttheanswersbyaskingthreestudentstoreadtheiranswerstotheclass．StepⅢ1bAskastudenttoreadtheinstructionstotheclass．Askanotherstudenttoreadtheexampleontheright．Workinpairsnow．Tellyourpartneraboutsomethingthathashappenedtoyourecently．NotetousetwoormorephrasesfromthelistinActivityla．Gettilestudentstotalkinpairs．Movearoundtheclassroomcheckingtheirworkandofferinglanguagesupportasneeded．Aftertheyallfinishtalking,asksomepairstosaytheirconversationstotheclass．StepⅣ2aSaysomethingaboutAprilFool’sDaytothestudentsCallthestudents’attentiontothefourpictures．Askthestudentswhatishappeningineachpicture．Askfourdifferentstudentstodescribethepictures．Readtheinstructionstotheclass．Playthetapethefirsttime．Thestudentsonlylisten．Thenplaythetapeagain．Askthestudentstowriteeachboy’snameinthecorrectbox．Checktheanswersbyaskingdifferentstudentstotelltheirownanswers．StepⅤ2bReadtheinstructionstotheclass．Therearesixphrasesinthebox．Yourtaskistofindoutwhosayseachofthephrases,Dave,NickorJoeafterlisteningtothesamerecording．Andwrite"D"forDave,"N"forNickand"J"forJoesontheshortlinesbeforethephrases．Lookatthefirstone．Theanswerhasbeengivenasasample．Playtherecordingthefirsttime．Thestudentsonlylisten．Thenplaytherecordingagain．Askthestudentstowritethelettersintheblanks．Asksixdifferentstudentstoreporttheiranswerstotheclass．Checktheanswerswiththeclass．StepⅥ2cThisactivityprovidesoralpracticeusingthetargetlanguage．Firstplaytherecordingagain．Pauseaftereachsentenceandgetthestudentstorepeat．Doitatleasttwice．Askastudenttoreadtheinstructionstotheclass．Thenhavethemlookatthesampleconversationontheright．AskapairofthestudentstoreadandtrytocontinueitThenaskthestudentstoworkinpairs．Eachpairmakestwoconversationsusinginformationfromtheearlieractivities．Movearoundtheroomastheywork,offeringhelpasneeded．Askoneortwopairstosaytheirconversationstotheclass．StepⅦHomework1．Writesomethingthathashappenedtoyourecently．UsetwoormorephrasesfromthelistinActivity1a．2．WriteaconversationinActivity2c．TheFifthPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularyannounce,describe,convince,panic,setoff,authority,reveal,hoax,flee/fled/fled,spaghetti,girl-friend,Show,marry,thrill,getmarried,reply,ending（2）ThereadingpassagesaboutAprilFool’sDay．（3）WritestorieshappenedonAprilFool’sDay．2．AbilityObjects（1）Trainthestudents’readingskill．（2）Trainthestudents’writingandspeakingskills．Ⅱ．TeachingKeyPoints1．Teachthestudentsthenewvocabulary．2．Helpthestudentsunderstandthethreearticles．3．GuidethestudentstowritestorieshappenedonAprilFool’sDay．Ⅲ．TeachingDifficultPoints1．Helpthestudentsunderstandthethreearticles．2．HelpthestudentswritethestorieshappenedonAprilFool’sDay．Ⅳ．TeachingProceduresStepIRevision1．Revisethethreeboy’sstorieshappenedonAprilFool’sDay．Askthreedifferentstudentstotelltheirstoriestotheclass．2．Checkthehomework．StepⅡ3aReadtheinstructionstothestudents．You’llhavetoreadthreearticles．ThethreearticlesareaboutthreedifferentstorieshappenedonAprilFool’sDay．Notallofthemaretrue．Tellwhichofthesestoriesisthemostbelievableandwhichistheleastbelievable．Andyouhavetotellthereasonsaswell．Atlast,thinkoverifyouwouldbefooledbyanyofthestories．Readthefirstarticletotheclass．Thestudentslookattheirbooks,listentotheteacherandfindouttheanswerstothequestionsintheinstructions．Afterreading,askthestudentsifitisbelievableandwhy．Askseveralstudentstotelltheiropinionsonthebelievabilitythefirstarticle．Theymaysaylikethis:Ithinkitisbelievablebecausetheexacttimeandperson’snamearegiveninthefirstsentence,or,Idon’tthinkit’sbelievablebecauseIthinknoonedaredtofoolthepeoplelikethat．Dothesamewiththetwoarticlesleft．Asktwogoodstudentstoreadthearticlesinsteadoftheteacher．Elicitstudents’reasonsfortheiranswers．Atlasttellthestudentsthecorrectanswer．StepⅢ3bReadtheinstructionstotheclass．Playtherecordingagaintohelpthestudents．Askthreedifferentstudentstoreadthenotestotheclass．Helpthestudentsmakesentenceswiththenotesfirst．Aftermakingsentences,askthestudentstowriteamagazinestoryaboutNickinActivities2aand2b,usingthenotesbelow．Astheywrite,movearoundtheroomofferinghelpandansweringquestionsasneeded．Afteraroundtenminutes,askastudenttoreadthecompletedarticletotheclass．Therestoftheclasshelpcorrectthemistakesthestudentmayhavemade．Getthemtocheckeach’other’swritingcarefullyinpairs．StepⅣ3cReadtheinstructionstothe